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CPE

For organizations that deliver continuing education consider using both the Continuing Education Unit (CEU) and the International Learning Unit (ILU). The CEU has been widely used for several decades. While the use and understanding of the CEU has become diluted by the many who do not fully understand the structure and intent, the formal CEU - next to time - is the primary benchmark used to measure continuing education courses and programs. The two, time and the CEU are interlinked but not always interchangeable. Subtle interpretations of how time is counted can affect the number of CEU credits awarded - one example, the 50 minute hour.

The ILU is only been in use since the early 2000âs but like the CEU, the ILU also measures continuing education courses and programs. Both the CEU and ILU records are used to provide evidence of completion of continuing education requirements by agencies and institutions. The CEU and the ILU require that courses taught use their designated standards. For the CEU there is a fee associated, for the ILU registration is required but no fee. Both CEU and ILU require learning objectives and qualified instructors to deliver course material in an appropriate format. And the CEU and ILU both use units of .1 to designate single units of learning. Example both would list 5 units of learning as .5 or 10 units of learning as 1.0.

Employers and faculty are interested in knowing that in a learning situation, substance and retention is more important than time. Where, when or how a person learns is not as important as what they learned and that they learn. The ILU requires an outcome based competency with a minimum result of at least 80% or better. This means that there are results available upon completion of the course. Some CEU providers include some form of test or demonstrated competency as part of their educations courses or programs. For other on-site training, classroom, face-to-face training, and some forms of eLearning a test or a demonstrated competency segment could be included for CEU and ILU credits.

We know that the CEU measures the length of the class, the time from start to finish. As delivery methods for eLearning continue to expand however, the time the participant spends in the process of learning loses importance. By focusing more on comprehension, competencies, outcomes, and retention those providers using the CEU could improve their courses and programs by adopting the additional ILU elements of testing and/or demonstrated competency measures. As education providers adapt to the new technologies and begin to use more e-learning media that are difficult to measure in time, the courses and programs can retain the focus on learning using the ILU standards.

The CEU has been widely used for several decades.
The ILU has been used since the early 2000âs

The CEU was designed to address issues of the industrial age.
The ILU was designed to address issues during the âAge of the Internet.â

The CEU is a measurement of education units based upon time, specifically - seat time in class.
The ILU is a measurement of education units based upon based upon competency to measuring learning.

The CEU emphasizes that the professional/participant/student is in the classroom while a qualified instructor delivers his/her presentation.
The ILU emphasizes that the professional/participant/student learns the material while a qualified instructor delivers his/her presentation.

The CEU measures the length of the class, the time from start to finish.
The ILU requires an outcome based competency with a minimum result of at least 80% or better.

The CEU has difficulty measuring time on some eLearning platforms.
The ILU accommodates all platforms when measuring competency and skills.

Remember, not that one is good or bad but there are differences between the CEU and the ILU. And now it is your turn to add to the list:

As almost everyone who works in the field of continuing education, professional development or organizational development knows - the continuing education unit (CEU) was the model for measurement most frequently used during the 20th century. This time based model worked well in the industrial age. Unfortunately the CEU model hasnât changed, nor has it kept up to date while our global cultures have changed. So what can improve, update or replace the CEU? The International Learning Unit (ILU) developed in the 21st century to address the changing needs of continuing and professional education in the age of the Internet.

The ILU was designed for the needs of the 21st century. Instead of recording seat time in class the ILU measures the knowledge and skills of the participants. The ILU adopts well to web based education that has begun to warp, change, and reshape time as it relates to learning. Unfortunately all of the rules and laws are currently written measuring the professionals success in time spent at the event. Does this still make sense in your continuing education or certification program to measure seat time â when there might not even be a seat used? Isnât it time to adapt the International Learning Unit?

For more than half a century the Continuing Education Unit, or as it is more commonly known the CEU has been the standard bearer of measurement for continuing education and professional development. This time based measurement has become such a common term that it is now frequently misrepresented, regardless of some good intentions. So to respect the intent, according to Wikipedia the CEU is a measurement used in continuing education programs, particularly those required in a licensed profession in order for the professional to maintain the license. Examples of professionals in need of annual or bi-annual CEUs; architects, educators, engineers, interior designers, nurses, mental health professionals, physicians, and social workers. Wikipedia goes on to state that the âCEU records are widely used to provide evidence of completion of continuing education requirements mandated by certification bodies, professional societies, or governmental licensing boards.â Licensing boards and certification boards feel some comfort knowing that someone was watching to ensure that the professional/participant/student was in the classroom while the qualified instructor was delivering his/her presentation. Even our laws are written measuring the professionals success in time spent at the event.

The CEU as a standard for measuring continuing education is based upon time, or to be more precise - seat time in class. This means that someone measures the length of the class, the time from start to finish. For decades this system of measurement has worked. But was during the mid 1900âs that the International Association for Continuing Education & Training (IACET) worked with universities and the Department of Defense to promote this industrial age standard of measurement. Around the turn of this century the âAge of the Internetâ came in like a storm. Suddenly the web began to warp, change, and reshape time. The CEU has not yet adjusted to keep up with the changes.

Consider of all the changes in technology over just the past five years. We now need to include blended learning, YouTube, iPod, the iPad, the iPhone and a host of mobile devices when we consider an education delivery system. Look at the differences in access speeds of the various platforms, the hardware and software. The hardware and software affected the âtimeâ people spend accessing and participating on, online and mobile courses. People are challenging the importance of time on the web â instead â replacing that with results. Related to continuing education, concerns for competency based learning have returned to the forefront. To tie this together, the CEU is a time based measurement, not necessarily a competency based system. So I ask - has the CEU lost its relevance in the age of the Internet?

The Fifth Key for Firms to Successful Education Courses: Marketing and Promotion.
The emphasis for most firms is internal professional development of their own staff. Those firms that think strategically will include key clients when it is appropriate to share knowledge and information on common critical elements of a project during their training sessions. Even though most training is internal for firms I still want to highlight the fact that there are two actions that need attention as the firm builds their education programs, marketing and promotion.

Be sure that your firmâs education strategic plan is integrated into the business marketing plan. As part of the strategic development process, include a targeted needs assessment of not only your staff but one that includes the education needs of your clients as well. For your firm to be most effective your staff will need to be aware of the knowledge level of your clients related to the projects you are working on together. Do your clients need to have your staff teach them through each step of the project or merely inform them of your progress as you work through the scope of work? If you find that your staff consistently needs to train your clients then you need to be sure that your staff is knowledgeable about the subject and know how to train your client. How does this become a part of the firmâs marketing plan? Your trained staff becomes a selling point.

During the past several years, in large part due to the economy most firms have had to alter their approach to offering internal education to their staff. Most firms cut back on staff support, others released their education staff, and still other firms cut out the budget for education entirely. According to Jill Faulkenberry, PHR, Director of Human Resources at the architecture firm FreemanWhite, Inc., firms have had to reduce their education efforts and become smarter about how they offer professional development. I asked Jill, with four offices, Charlotte, NC, San Diego, CA, Nashville, TN, and Leeds, UK how do you communicate what, when, where, how and why staff should take internal classes. Jill stated that even with an award winning sophisticated intranet system FreemanWhite relies on the basics. Jill says the firm uses staff meetings to promote important upcoming training; those the firm leadership believes support the mission and/or culture. The most widely used promotion method is email and the notice taped next to the coffee machine. For the FreemanWhite Academy â a structured program that is integrated into the employeeâs performance appraisal and promotions, the classes are promoted on the FreemanWhite internal website and internal newsletter. Jill stresses, âkeep the promotion timely, accurate and simple.â

As the Director of the FreemanWhite Academy Jill realized that sometimes it is better to let others provide support and assistance. Thinking strategically FreemanWhite wanted to share some of their in-house developed courses with the rest of the design and construction industry. To achieve this goal FreemanWhite Academy partnered with AEC Daily to market and promote some of their online classes.

The missing fourth key to unlocking the secrets of a quality education program for the product manufacturers and service providers includes external assistance. Product manufacturers can be effective in the developing a systematic approach that will identify the appropriate subject matter content and support a consistent work flow process. Product manufacturers are rarely effective in the design and development of the actual course that they offer. If a product manufacturer was to ask, What do I want the participant of this education program to be able to do upon completion of this class? The answer would be? If your first thought was to either buy or use our product you would be among the vast majority.

I have reviewed thousands of product manufacturer course evaluations. I have listened to hundreds of professionals talk about manufacturer's courses. And I have sat in on hundreds of these courses myself over a period of more than 20 years. I have just one piece of advice for the product manufacturers who are thinking of develop these courses, get out side professional help.

What the product manufacturer often does have is a reliable source of new content and potential material that could be used to offer a steady new supply of continuing education courses offerings. Instead they often teach the same one, two or three courses over and over. There are a multitude of education formats and delivery models from which a product manufacturer can choose. Unfortunately they are so often locked into the mainstream sales and marketing approach that requires they stand in front of their customer. While this may still be the most effective for them the rest of the world is moving on without them. And then you must ask: "Where are the learning objectives?" Remember that we are talking about education courses and they are not supposed to be direct sales pitches.

Over the years I have seen many very good product manufacturer courses. CertainTeed offers some excellent examples. They were ever a multiple winner of the AIA/CES Award for Education Excellence. And as you can guess, they used education consultants to assist in the development and design of their courses. I only ask of most product manufacturers, please do not try to do development and design education courses on your own.

To be right up front and put it out on the table, most product manufacturers develop and offer continuing education to professionals as part of their overall marketing plan. Regardless if the professional that the product manufacturer is trying to influence is an architect, an accountant, a dentist, or a nurse, their education programs are still a major part of their marketing plan. Generally these programs are managed by the marketing and sales department. And now that I have put that out front I want to add, and that is OK, as long as the product manufacturer follows the guidelines that are set out by the professional associations and government regulatory agencies. This means that there is a commitment from the companies top management to support education when offering education to the professionals.

Every award winning product manufacturer, such as CertainTeed, Pella Windows, and Whirlpool - that incorporates continuing education into their marketing plan has support at the highest decision making levels of their business. Regardless of the size of the manufacturer, when the support from above waivers, so too does the content, quality, and delivery of the education product that the manufacturers representatives deliver in the field. To achieve a level of delivering quality product education, the company leadership must think strategically. This means that they commitment long term, through the highs and lows of the business cycles. Most product manufacturers' commit a lot of time and money to offering such programs, even poor ones. Many companies stop short of how the course is designed and delivered. Professionals should ask the questions: Was the course designed in an educational format with legitimate learning objectives? Did the design of the course include results of industry research? Were technical staffs included in providing content? Was this material vetted by the sales force to insure it is what the clients were asking for and not just a push of a product? And did the company provide a train-the-trainer course for those who were presenting and representing the company?

Committed companies are aware that there are continuing professional education requirements in place and that the professionals are relying on these courses to maintain their requirements, license and certificates. The product manufacturer is a partner in the educational process and needs to be a reliable source. Commitment to produce a reliable, quality education program from top management is the first key to success.

At first glance it should be rather easy to determine if professional development and education is really supported by the firmâs leadership. The leaders from every firm that I have ever worked with say that staying in business requires that the staff is continually learning. These leaders state that they must learn just to stay current. I would agree with all of them, just by living and being exposed to new experiences â you will learn new things. Living as your learning model however does not mean that you have learned the right things or that what you learned will improve your business. And this approach to learning does not support the practice that the firm has a learning culture.

I generally divide firms into one of three categories. Most professional firms are small frequently 3- 5 persons. If a firm has less than 50 employees â which is the majority of professional firms - they are lucky be able to assign education duties to a staff member on a part time. When the firm reaches between 50 - 250 staff that part time person becomes full time somewhere at the point where the staff reaches about 100. A second staff member may be assigned full or part time when the staffing level reaches about 150 -200. Both of these firm categories are finding some relief in the growing use of online learning options that are now available.

Then there is the professional mega firm, those who have a staff of over 250. Those mega firms that are truly committed to a professional development culture will bring in a learning management expert to head the professional development department. These positions are often found under HR or marketing. Both of these firm categories are finding some relief in the growing use of online learning options that are now available.

However, regardless of the size of the firm, an education program will not work effectively or efficiently if it is just an afterthought or an add-on program. Only by involvement of a firm partner or firm principal participating at the highest decision making level will education play an appropriate key role in the overall business operations of the firm. To achieve a level of delivering quality education, the firm leadership must think strategically. This means that they commitment long term, through the highs and lows of the business cycles. Continuing professional education is not free so integrating staff development into the business plan is critical. It should not be about just meeting hours to fulfill a license or credential requirement. There must be clear education goals and objectives since the firm is already investing dollars to meet the basic requirements.

Professional firms were making advancements in the development of strong internal educational programs until the down economy hit hard. With continuing professional education requirements still in place these same firms still need to maintain their requirements, license and certificates. Firms of all sizes have had to cut their internal staff those they had to support their education efforts. With strong leadership the firms do not have to cut back on quality, they just need to be smarter. Now more than ever is the time for visionary leadership and commitment to learning.

From the point of view of the product manufacturers most of them would argue that they offer education for their clients and/or the public. But are they?

As early as the sixties and seventies the pharmaceutical companies were providing free lunches for the physicians training times during grand rounds in the hospitals. Obviously information about their pharmaceutical products was made available. Ask the pharmaceutical sales representative (rep) and they would say that they were educating the next new group of emerging physicians.

For decades manufacturer sales representatives provided free lunches for staffs of the design professionals. During this lunch-n-learn period the reps would demonstrate their company's products or services. The savvy companies realized that sometimes it was better to send in a technical expert rather than a sales rep to deliver education, but this was the minority. Ask the manufacturer sales representative and they would say that they were educating the next new group of emerging architects, engineers, interior designers, landscape architects, specifiers, etc.

In both situations the professionals would stick around long enough for the free lunch while politely listening to the sales rep talk about their product or service. For the professional this was considered gathering information and industry related knowledge. It wasn't until later that the professional would contact the sales representative to educated because they actually intended to use a specific product or service.

During the eighties and nineties state licensing boards and professional associations began to tighten their standards on what they believed qualified as professional education. When the professionals realized that under the right format this knowledge, delivered to them in an educational format, they could then apply that education toward the credential maintenance of their profession. Professionals always believe that their billable hours are precious to them so they began allowing only those manufactures who met the newer standards into their firms for the purpose of continuing education. Again, the leading manufacturers quickly converted their sales presentations into educational formats following the guidelines of the professional associations and state regulatory boards.

The professional should ask â is the source reliable? Does the provider meet industry standards for offering continuing education? Which organizations are monitoring them? Does the course content follow stated learning objectives and not just information statements? Will the product manufacturersâ course help the practitioner improve their practice? The manufacturer sales representatives needs to be able to answer yes to all of these questions if they want to claim that they are educating their clients and the public.

Professional firms need to clearly distinguish between what knowledge their employees need to improve the firm business and what education their employees need to meet any credential requirement.

Professional firms that have a quality professional development program think strategically. They establish a system to seek out the most up-to-date information for all of their employees, not just the professionals. Much of the information and knowledge gained is now free and/or inexpensive and increasingly web based such as podcast, webcast and online open forums, etc. Professional firms still use of mix of product manufacturer's in-house training, association's courses, mini workshops, conferences, and conventions, with an occasional mix in specialized programming. In todayâs economy, cost has become a major consideration to traditional type of programming. Major content considerations for firms - the source is reliable, it is preferably project based, innovative and cost effective.

Today, nearly all professionals are required to complete some form of mandatory continuing education (MCE) as a requirement to maintain their license to practice. From acupuncturist, medical, legal, and accounting to architects, engineers, and interior designers. While most MCE requirements allow for some type of self study and self reporting process, at some point the education to meet MCE requirements must be paid for. Generally the education must come from an external training organization. For the design/build industry, professional firms can take on this responsibly internally, reducing their cost while meeting both the needs of their employees and meeting the strategic goals of the professional firm.